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E nglish L anguage L earners

E nglish L anguage L earners. January 31, 2011 Elk Island Public Schools. Presentation Outline. Activating Prior Knowledge Purpose of Benchmarks Understanding BICS and CALP Who uses the Benchmarks When are the Benchmarks Used Benchmarks Organization

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E nglish L anguage L earners

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  1. EnglishLanguage Learners January 31, 2011 Elk Island Public Schools

  2. Presentation Outline • Activating Prior Knowledge • Purpose of Benchmarks • Understanding BICS and CALP • Who uses the Benchmarks • When are the Benchmarks Used • Benchmarks Organization • Understanding Communicative Competence • Understanding Language Strands • Tracking and Reporting

  3. Activating Prior Knowledge • If everyone understands kind, why is it important to know, understand and use other words? • Kind can mean more than “nice”. It also means: type, manner, style, nature, form, hue, category, class. • Why is knowing words have multiple meanings important? • What are the implications for English language learners? • Why is it important for teachers to understand varying degrees of language proficiency?

  4. Purpose of ESL Benchmarks • Provide descriptions of language ability demonstrated at each proficiency level • Support initial identification of language proficiency level • Guide effective instruction and program planning for English language learners

  5. Purpose of ESL Benchmarks The Benchmarks support teachers in: • monitoring and reporting progress • planning for explicit language instruction within everyday classroom learning • communicating with students and parents to develop an understanding of language proficiency

  6. Cummins’ BICS and CALP

  7. Cummins’ BICS and CALP • At the lower proficiency levels, students rely on BICS. • As they gain proficiency, they steadily acquire CALP and they rely more and more on CALP for their academic success.

  8. Who can use the ESL Benchmarks? • All teachers of English language learners • ESL coordinators, consultants and specialists • Resource teachers • School administrators

  9. When are the Benchmarks used? Ideally, the Benchmarks will be used for: • intake assessment to establish initial language proficiency, appropriate programs and instructional starting points • language proficiency levels at each reporting period • monitoring of language proficiency throughout school year.

  10. When are the Benchmarks used?

  11. Screening before Registration I

  12. Wikispaces.com http://molzanindominica.wikispaces.com/A+Journal+of+our+Adventure

  13. When are the Benchmarks used? I

  14. When are the Benchmarks used? I

  15. When are the Benchmarks used? I

  16. Linguistic • Understanding and using: • vocabulary • language conventions (grammar, punctuation and spelling) • syntax (e.g., sentence structure) • Strategic • Using techniques for: • overcoming language gaps • planning and assessing the effectiveness of communication • achieving conversational fluency • modifying text for audience and purpose • Having awareness of: • social rules of language (e.g., formality, politeness, directness) • nonverbal behaviours • cultural references (e.g., idioms, expressions, background knowledge) • Socio-linguistic • Understanding how ideas are connected through: • patterns of organization • cohesive and transitional devices • Discourse Communicative Competence “the ability to recognize and produce authentic and appropriate language in social and academic settings”

  17. Match the statement to the correct communicative competency. Linguistic Socio-Linguistic Discourse Strategic Knowing a formal from informal situation Knowing how to close a conversation Knowing when to use and, or, but, however, if…then, etc. Knowing when “pitch” means a “tune” or “throw” Swain’s Communicative Competence

  18. Match the statement to the correct communicative competency. Linguistic Socio-Linguistic Discourse Strategic Knowing a formal from informal situation Knowing how to close a conversation Knowing when to use and, or, but, however, if…then, etc. Knowing when “pitch” means a “tune” or “throw” Swain’s Communicative Competence

  19. Reporting Use the Benchmarks to assist you in writing comments related to language proficiency for individual students. • In his writing, Hassan uses the new vocabulary that he has learned. He writes in simple sentences and adds some detail. He can sequence his ideas logically. • Shujin speaks using familiar words. She speaks in short one to four word phrases and simple sentences. She asks and answers simple questions.

  20. Thank You ESL Benchmarks www.learnalberta.ca (search word ESL) ESL Information http://education.alberta.ca/teachers/program/esl.aspx Mike.Ettrich@gov.ab.ca Kathy.Salmon@gov.ab.ca

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